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3 Steps in Developing Your Referendum Strategy

Each year brings a new adventure for school district administrators. And for some districts, that means tackling a new referendum with their community.
 
While the district may fully understand the need for a referendum, often the challenge is justifying it to the local taxpayers, who may not understand the resource needs and constraints of the district. In order to make informed decisions, voters need access to accurate and reliable information about the proposed projects and their costs, and that’s where Data-Based Decision Support Systems (DSS) can be extremely helpful.
 
To be successful, districts must develop a three-step strategic framework by which they can communicate the district needs, the reasons for those needs and the data that supports those arguments. The success or failure of passing a referendum can many times be traced back to the transparency process and how well informed the public was.
 

Establishing the “Why”

Begin the development of your strategic framework by connecting why you are doing something to the “what” and how you plan on doing it. Establishing this relationship is key to creating value and understanding of your initiative. Support your “why” by outlining the important factors that led to your decision.
 
As an example, if a district needs to increase its operating rate, some factors that lead to that conclusion may include:

  • Need to upgrade facilities
  • Technology upgrades such as a new 1-to-1 program
  • Lack of state funding
  • Tax rates have not risen in several years due to tax caps, and Equalized Assessed Value (EAV) has remained flat, while operational costs continue to increase

 
These factors help create the arguments that you need to allow stakeholders to understand your decision-making process. This is the point in your strategic framework where you begin to develop and create analytics and other evidence that you will present to advocate your position. It is important to stay focused on your arguments and present data that supports and defends them.
 
Avoid the tendency to include every accessible data point in your presentation. This will only serve to distract your audience from the issue at hand and will likely lead to an off-topic discussion.
 
A great rule of thumb to follow: If the data does not support your arguments, or is irrelevant to the discussion, do not include it. Every presentation slide and data point should serve to communicate why the referendum is necessary for the district to achieve its goals and continue operations.
 

Hand-picked Content for You:

Best Practices for Sharing Data Across Your District
In today’s data-driven world, K-12 school districts have recognized the importance of sharing data across various departments, from student performance to finances and human resources.
Better Data Practices

 

Establishing the “What”

This is the step of your strategic framework in which you will dive deep into the data to identify which data points are concrete and will support the arguments you established. An easy way to do this is by asking yourself, “What data points support these claims, and is the data available for me to capture?” That second question is critical because it helps identify if an argument will have the needed context and support, and ultimately help determine if it is strong enough to use in communications.
 
If the only data available is anecdotal, you should prepare for stakeholders to challenge it. Unless it is a highly valuable point, consider removing it from your communications. To see what this looks like in action, imagine you have a scenario where operational costs are outpacing CPI — and due to tax caps, are causing a budget deficit. When outlining the supporting data points, start to identify higher-level information first, then drill down into the metadata.
 

Example data points:

  • Historical Data Trends
  • Comparison Metrics, Peer Revenues and Expenses
  • Projected Finances
  • Enrollment Trends
  • Historical Tax Rates and EAV
  • State Funding Trends and Projections

 
A data-based decision support system or DSS can be especially helpful in gathering quantitative data. A DSS collects data from various sources, such as cost estimates, construction plans, and demographic information, and presents it in an easily accessible and understandable format. This provides voters with the information they need to make informed decisions about school bond referendums.
 
Another advantage of using a DSS in the context of school bond referendums is increased transparency and accountability. By providing access to accurate and reliable data, DSS can help build public trust and support for the proposed projects, making it more likely that they will be approved.
 

Hand-picked Content for You:

The Complete Guide to Decision Support Systems
As a school business official, you know that making informed decisions is crucial to the success of your district. However, with the fast-paced and ever-changing landscape of education, it can be difficult to access accurate and reliable data to inform these decisions. That’s where Data-Based Decision Support Systems (DSS) come in.
Dive In

 
So how can you ensure that your school district is using a DSS effectively in the context of school bond referendums? Here are a few best practices to keep in mind:

  1. Ensure that data is up-to-date and accurate:
    Regularly updating data is critical to ensuring that the information presented in the DSS is accurate and relevant.
  2. Use visual aids to present data and results:
    Data visualization tools, such as charts and graphs, can help make the information presented in the DSS more accessible and understandable to voters.
  3. Involve all relevant stakeholders in the decision-making process:
    This includes school district officials, community members, and voters. By involving all stakeholders in the decision-making process, you can ensure that the information presented in the DSS is relevant and useful.

 

Establishing the “How”

The agenda you established in the strategic framework needs to be put into place with a well-developed communication plan. Organize the gathered information in a short and simple format that tells the whole story, connecting the reason for the referendum to specific supporting evidence. Leverage visual analytics to enhance understanding. Never assume your audience will draw the same conclusions you are without being led there. Note: It may be valuable to include the perspective of what the impact will be in the near and long term if the referendum is not passed.
 
Developing a well thought-out communication strategy that is built around solid, data-based evidence and that can be delivered with passion and conviction through a visual analytics story will give your district the best chance of achieving your referendum objectives.
 

 

Free Download:

Building a Powerful State of the District Report

Creating a state of the district report can be a daunting task. Where do you begin? How much information should you include? This guide provides practical tips for creating a report that is more helpful and meaningful to your stakeholders, and includes a PowerPoint template you can use to create your own report.

Fill out the form to download this customizable
PowerPoint template and start telling your story.

 

 

From Required to Inspired: Inside Culture Change in Professional Learning

In Hanover County Public Schools, there’s a shift happening… something bubbling up from deep within the Curriculum & Instruction Department. Something exciting.
 
In the past, teachers would complete their professional learning requirements in large part by participating in mandated sessions for two days every August. “The problem is,” says Dr. Steve Castle, Director of Professional Learning and Leadership Development, “it felt forced, and it felt like there’s no choice in this, and teachers were given the things that were required.”
 
So, for the past several years, Dr. Castle and Chris Biagiarelli, Instructional Technology Project Coordinator, have been on a mission to change the culture around professional learning — so teachers select the learning opportunities that will most help them in the classroom. In this podcast, we ask them how they’re making that happen.
 

Listen to this 14-minute conversation and hear:

  • The steps they’ve taken (and continue to take) to change mindsets around professional learning within the district
  • Why the right technology is crucial to making this change
  • What they’ve learned, and what they would change if they were starting this journey all over again

 

 

Listen on Apple Podcasts, Google Podcasts, or Spotify.
 

Don’t stop there!

Be sure to check out these resources about professional learning and supporting teacher growth and voice and choice:

 

 

Episode Transcript

 
DR. STEVE CASTLE: Here in Hanover, we have had a history of checking boxes and marking things off the list that had to be done. The problem is that it felt forced and it felt like there’s no choice in this, and teachers were given the things that were required.
 
RYAN ESTES: Today, a look at what it takes to change the culture around professional learning, and how one school district in Virginia is finding ways to give teachers more choice in their professional development. And, what happens when teachers just aren’t used to that.
 
From Frontline Education, this is Field Trip.
 
Well, welcome, everyone, to Field Trip from Frontline Education. I’m Ryan Estes, and today I’m joined by Dr. Steve Castle, Director of Professional Learning and Leadership Development at Hanover County Public Schools in Ashland, Virginia, and Chris Biagiarelli, Instructional Technology Project Coordinator at the same district. Gentlemen, I’m really glad to have you both here.
 
We asked you to come on the podcast today to talk about something you’ve been working on at Hanover County for several years, and that is the idea of changing the culture around professional learning in your schools. Before we get into what you’re doing and how, I want to start with the ‘why.’ What made you say, ‘We want to make a change’ here?
 
STEVE: I think the easiest way to describe it is by saying, we know when people are invested for themselves and see value in what’s happening. It’s much easier to work through potential growth opportunities, to give them additional chances to improve upon their practice. And so rather than force feeding people, if you will, we’re giving them the chance to see why and how it can have a huge impact on our students.
 
Here in Hanover, we have had a history of checking boxes and marking things off the list that had to be done. And we want to really shift that to a culture of wanting to get the things done and not even worrying about the points and the hours that are required because you know you’re going to far exceed those when you feel the value of what you’re experiencing.
 
RYAN: I wonder if you could paint a picture of what that checking boxes mentality looked like before. What are you moving away from? And then, how are you going about fostering that kind of change?
 
STEVE: We still have a requirement built into teacher contracts where roughly two days of time is spent in professional learning that is supposed to be contracted outside of the regular workday experience that teachers have in the 180-day school year. And so that required teachers to spend time during the summer, not during the regular work time, but fulfilling those hours through professional learning sessions. I think the intentions behind that were really good, that we were saying we value professional learning so much that we’re building this into a contract that you need to come and work through and and grow.
 
The problem is that it felt forced and it felt like there’s no choice in this, and teachers were given the things that were required. So we’re trying to, we’re turning the R word of ‘required’ into a curse word here in the county, and trying to move away from that to a teacher choice model to give teachers as much autonomy in selecting the places where they need to go and grow as much as we possibly can.
 
Obviously, there are division goals and there are departmental goals and curriculum and content goals that we have to meet as well. And so often we are giving them as many of those opportunities as we can that also meet our needs, but also giving flexibility where they can go outside of the district, accomplish those 14 hours of training that they need somewhere else, but no longer are they required to complete that just during the summer. It used to be two specific days on the calendar. They had to come regardless during those two days. And so in essence, there really wasn’t any choice at all. Everyone came on the two days and that was it. So we now have taken those two days and given teachers any time past June 1 throughout the entire school year, all the way to the Monday following our spring break. At least that’s what we’ve done for the last couple of years to complete those 14 hours, and that can be done during the summer as they’ve been doing, or it can be done during the year. And after school or before school workshops, if you wanted to attend a professional learning session that was even outside of the district, you could do that as well to receive points and credits for what it is that you need to accomplish.
 
RYAN: Steve said one of the things that they do is host internal conferences for teachers, leaders, and administrators. They might be focused on instructional technology, or blended learning. And they hold a conference designed offer teachers a ton of choice, with shorter sessions that staff can pick from.
 
STEVE: The other thing we did within that conference was create a mindset where administrators are coming to the events and learning side by side with their teachers. Whereas in the past it’s been, ‘Here’s the thing that teachers are going to go to. Here’s the thing where administrators are going to go to, and now we try to marry that together after the fact when we’re doing observations and walkthroughs.’ So rather than doing that afterward, we’re doing it together. ‘ Here are the best practice techniques we want to see. Here’s how you the administrator can support it, and here’s how we’re going to grow together as we work through this school year.’
 
But then in everything we’re doing, we’re really trying to reattach this as a holistic process from top to bottom. And so my supervisor constantly says, ‘What’s the through line?’ If we want teachers to know this, or students to know this, then start with our students, then our teachers, then our leaders of teachers, then our leaders of the leaders. So what’s the through line that we need to establish as we’re creating this professional learning, as we’re working through comprehensive plan goals? Making all of these connections in a systematic approach is really a big part of that change in our thinking and philosophy.
 
Technology also plays an important role in fostering this kind of mindset – technology that the district didn’t have just a few years ago. At the time, teachers were required to take certain professional learning. They were provided a list of titles, and would register using a sign-up service the district was using at the time. Chris Biagiarelli said the system they were using only reinforced the prescriptive nature of the program.
 
CHRIS: I think the downfall of that is that we were in a product and we didn’t have the right mindset. Instead of it being more of a course catalog where teachers could search and choose and find what was right for them, again, they were being prescribed course codes and section codes to sign up for. So, I was really excited when we switched to Frontline.
 
RYAN: And here, Chris is referring to Frontline Professional Growth, the system that Hanover County uses to manage and track professional learning for teachers and staff.
 
CHRIS: And we were able to really build out a course catalog the way we wanted and have it set up so it was easier for teachers to find things. Frontline knows your job, your department, your grade level, so when you arrive in that catalog, it’s already pre-filtered for you, which makes it a lot easier for you to find things.
 
We’ve also come away from the list, the sheet of things on it. And we constantly have teachers asking, ‘Okay, well just tell me what I need. What are the courses I should be looking for?’ And we’re not producing those lists anymore. Instead we’re saying, ‘It’s in the catalog, go to Frontline, log in there and find what you need there.’
 
The other benefit of all this comes on the other end with our specialists and our administrators. Before, they had absolutely no idea what their faculty and staff were signing up for. They had very little visibility, but now they have all the visibility they want. So it’s very easy to see, even if our math specialist wants to see, ‘Hey, how many of my new teachers are signing up for this very important math workshop?’ It’s very easy to run a report like that now and provide that.
 
RYAN: Tell me, what would you say has been the hardest thing about going on this journey? And if you were to suddenly start from scratch again tomorrow, what might you choose to do the same or differently than you did?
 
STEVE: I think back to a particular staff meeting that I came to one of the elementary schools, and the communication piece where we made some assumptions that people would just get it and they would understand and they would run forward because it’s such a great thing. And we had this culture, this previous culture, so firmly entrenched in their minds that it was very difficult for them to comprehend where we really wanted them to go. And so I’m in the staff meeting and we were talking about a professional learning day that we had on the calendar coming up soon. And one of the teachers asked me, she said, ‘Well, what do you mean, we can literally just pick whatever we want to do?’ And that was a shock to her. And I was like, ‘Yes.’ And this was just mind blowing to her and several other people in the room because they had been told what to do for so long. They really had no concept of how to even start choosing for themselves what is a great idea or where I want to grow and how to reflect.
 
The other impact this has made is on our evaluation system where we’re pushing more reflection, more genuine practice, into what we’re evaluating more than anything else. And so that really was a huge change for us this year as well. We sort of revamped and republished and changed some of the process procedures that we’re doing for evaluation. And so I think this is also reflected there.
 
So I guess overall to the answer is, just more about the why and the how we’re moving ahead and our vision for the future, and communicating that more effectively would be the place that I would start.
 
RYAN: What are your next steps? We’re here right now at the very beginning of the ’23-’24 school year. You’re looking back and seeing five years of progress. What are the things that are on your to-do list this year, next year, the next three years, that you are really saying, ‘This is where we’re going to focus now?’
 
CHRIS: I would say something that’s in our future plan that we’re actually currently working on, we’re putting a larger emphasis on instructional coaching in our division. We’ve unified our coaching model between our instructional technology coaches, our math coaches, our reading coaches, to take a uniform approach towards our teachers. But the gray area right now, and we have to balance this between what the Code of Virginia says for professional learning and how we track this, is how do we count coaching cycles as professional learning?
 
And then, utilizing some of those log features within Frontline to track that. I feel if a teacher invests their time into a six week coaching cycle, they should get credit for that. But how do we go about crediting that? Not only for the points and the recertification things, but also for an administrator to be aware of how much of their faculty is currently engaged in an intensive coaching cycle and with who doing what.
 
The other thing we’re doing a better job with this year than we did last year is, we’re really heavily utilizing the goal section, making sure that every activity in the catalog is really closely aligned to one of our division initiatives or division goals. We just recently finished writing our new five-year comprehensive plan. We need to see the impact of the professional learning that we’re offering on that comprehensive plan. We have this goal for instruction, and if we look at that through line, what are we giving to our teachers in order to accomplish that goal? Do we see that in the walkthroughs that we’re doing in the evaluation? Are we seeing evidence of all that in all three different places? So from a data aspect, just trying to figure out how we really capture that so we see the whole picture and we’re able to triangulate our actual impact.
 
STEVE: For me it’s continuing to refine some of the existing things that we have. But again, going back, I think one of the areas I would focus more heavily on is the communication structures that we have. And that’s something that we’re doing internally as a department, but also going to be using Frontline more effectively to help us communicate with the calendar that’s available.
 
But the longer term vision is, again, making some more of these connections from professional learning into the evaluation system that then shows how student performance is improving.
 
Those are sort of the bigger picture items for me. Specifically, if I want to nail down some things, I think right now I want to attach professional learning to evaluation more. It’s explicitly that it’s very direct. You’re saying, ‘I want to grow after reflection and seeing how my students are performing in the way that I teach. I want to learn and explore this other method and this other way to approach pedagogical practices in my classroom. And now here’s the professional learning that supports that desire.’
 
RYAN: That is spectacular. Dr. Steve Castle and Chris Biagiarelli work at Hanover County Public Schools in Virginia. I want to thank you both for your time. It’s been really great talking with you about this.
 
CHRIS: Thanks, Ryan.
 
RYAN: Field Trip is a podcast from Frontline Education, the leading provider of school administrative software like Frontline Professional Growth, built to help you take a strategic, streamlined approach to professional learning and evaluations. Don’t miss a single episode – you can subscribe anywhere you listen to podcasts. For Frontline Education, I’m Ryan Estes. Thanks for listening, and have a great day.
 

Scary (Student Data) Stories: The Haunting of Attendance Valley

Happy Halloween!
 
Monsters under your bed might not be what’s haunting you this year. Maybe it’s student data…but it shouldn’t be!
 
With analytics software, you can put all of your student data to work without working yourself to the bone.
 
But in the meantime, if you’re looking for a spooky story to share with your colleagues, this one might do the trick (or be a treat). And if you’re interested in other scary stories, check this out. On to the story!
 

Once upon a chilling autumn evening…

…In the quiet and seemingly ordinary town of Crestwood, a sinister tale unfolded—one that sent shivers down the spines of district administrators for generations to come. It was a story about school attendance data, and it was not for the faint of heart.
 
In the heart of Crestwood stood the oldest school building in the district, Pinecrest Elementary. The school had seen decades of young souls passing through its creaking hallways, each leaving behind a fragment of their existence. But something sinister lurked within those walls, something tied to the very essence of attendance data.
 

How a Real District Makes Sense of Their Student Data…

Keeping Students on Track for Graduation and More
Plainfield SD’s Story

 
It all began with the arrival of Ms. Eleanor Carmichael, a diligent district administrator known for her dedication to her work. Her task was clear: investigate the mysteriously fluctuating attendance rates at Pinecrest Elementary. Some days, it would be eerily high, while other days, it plummeted to a disconcerting low.
 
Ms. Carmichael delved into her investigation, poring over spreadsheets, interviewing teachers, and even cross-referencing local health data. But every time she thought she was getting closer to the truth, an unsettling presence seemed to shadow her steps.
 
One late evening, while Ms. Carmichael was examining attendance records in the school’s dimly lit basement, she heard whispers in the air—whispers that seemed to echo from the walls themselves. The voice was faint, yet it grew louder with every passing second. “The numbers never lie, but the building does,” it hissed.
 
Startled, Ms. Carmichael turned to find nothing but the aged, crumbling walls of the basement. Her heart raced as she realized she was not alone. The presence was real, and it had something to reveal.
 
As the clock struck midnight, Ms. Carmichael returned to the basement, armed with a flashlight and a recorder. The whispers grew more distinct, forming into haunting phrases. “The ghosts of truancy past,” they said. “They wander these halls, skewing the numbers, for they never found their way.”
 

How a Real District Makes Sense of Their Student Data…

Making Data Actionable
Bellwood School District 88’s Story

 
Terrified yet determined, Ms. Carmichael continued to listen, and the story began to unravel. Decades ago, Pinecrest Elementary did all of their administrative work manually with paper. For years, human errors resulted in skewed attendance data. The dark secret was buried within the very foundation of the school. The surplus of “students” from an innocent manual error materialized as a ghost of the district’s past.
 
Now, the spirits of those fabricated students roamed the halls, forever distorting attendance data as their restless souls sought validation. They yearned for the education they were denied in life.
 
Ms. Carmichael knew she had to put an end to this malevolent cycle. Armed with the truth, she gathered her peers. Together, they honored the forgotten souls. As she spoke, the building trembled, and a chilling wind blew through the auditorium.
 
But as the truth was revealed, the attendance data began to normalize, and the whispers grew fainter until they vanished entirely. The spirits had found solace at last.
 
From that day forward, Pinecrest Elementary’s attendance data remained accurate, no longer haunted by the past. And Ms. Eleanor Carmichael became a legend among district administrators, known for her bravery in confronting the spectral horrors of “The Haunting of Attendance Valley.” But deep in the darkest corners of Crestwood, the memory of that night still lingered, a cautionary tale to those who attempted to account for attendance manually, reminding them that the ghosts of the past could never truly be silenced.
 
Don’t forget to check out all of our spooky student data stories here!
 

Talk Data to Me: Looking into the Future with Absence Prediction

Recently, the Frontline Research & Learning Institute analyzed over five years of absence data from over 7,000 school districts nationwide to uncover trends with the goal of making future absences more predictable. In this blog post, we’ll dive into this up-to-date data and how the insights and takeaways can help your district understand the depth of your substitute pool.
 

 

The Research

  • 5+ years of absence data
  • > 7,000 school districts

The Key Takeaways

  • Mondays and Fridays tend to have more absences than Tuesdays, Wednesdays, and Thursdays in almost every week of the school year.
  • Absence totals tend to rise through the fall dip in the early spring and peak in the late spring.

 

Human Capital Analytics and Machine Learning


Frontline’s Human Capital Analytics team decided to take this analysis a step further by applying machine learning models to daily absence data to see if they could uncover more trends, with the goal of predicting future daily absence totals.
 
The team figured that if district and school administrators could anticipate which days in the future were to require more substitutes than others, they could have the foresight to allocate their human capital resources most effectively to ensure high absence fill rates.
 

This foresight may also help:

  • Substitute teacher hiring
  • Placement of current substitutes
  • Implications for PD planning to minimize the effects of related absences.

 

Absence Prediction

After testing a few different machine learning models, it turns out that the district level, daily absence totals are actually pretty predictable!

Below is a chart showing daily absence totals from the 22-23 school year in light blue, versus the predicted totals generated by Human Capital Analytics’ machine learning model in dark blue. You can see that the machine learning model accurately predicted peaks and valleys and that the two lines generally overlap with a few exceptions.
 

 
The average district in the testing sample had an average daily absence total of 63 absences and the model predicted daily totals, within plus or minus three absences, 91% of the time.
 

Looking Into the Future

The good news? You don’t need to wave a wand or click your heels in shiny red slippers to predict absence trends in your district. With Human Capital Analytics, you can access machine learning predictions for the entire 23-24 school year. This tool will empower district leaders to analyze which days they can reasonably expect more or less sub-required absences and see how their absence trends rise and fall throughout the year.
Look Into Your District’s Future with Human Capital Analytics
 

 

Recommended Resources:

Talk Data to Me: Does Using a Mobile App Impact Substitute Fill Rates?

Back in 2020, we explored the importance of substitute teacher engagement in maximizing your organization’s absence fill rate. But what about the way substitutes accept jobs in your district? Can that impact fill rates as well?

Spoiler alert: Yes.

Data from a Frontline survey of substitute teachers tells us that substitutes prefer to receive absence notifications through a mobile app rather than text message, phone call, or internet browser by a ratio of 4:1. That becomes even clearer when you look at fill rates for schools where substitutes have adopted mobile.

Eighteen months ago, Frontline’s mobile app began allowing substitutes to view, filter, and accept jobs right from their phones. Data from the Frontline Research & Learning Institute shows the relationship between substitute mobile adoption within a school organization and that organization’s absence fill rate. The data below reflects over 4,000 organizations where substitutes have been using the mobile app since November 2020.

Key Terms

Substitute Mobile Adoption – the proportion of an organization’s substitute teachers that have filled at least one absence via the mobile app
Fill Rate – The proportion of absences requiring a substitute that are filled by a substitute teacher

 

 

There is a clear positive relationship between substitute mobile adoption and fill rate. The larger the proportion of an organization’s substitute teacher pool that fills absences via the mobile app, the higher that organization’s fill rate tends to be.

“Hold up,” you might say. “You can’t be sure that’s happening because the substitutes are using the mobile app.”

Sure, there may be other factors at play. Higher substitute pay, school culture, and even whether or not a district is located in a current COVID hot spot may impact fill rates. But given that mobile functionality makes it easier to accept jobs and that substitutes overwhelmingly say they prefer a mobile app to receive notifications, the data here points to increased substitute engagement. And we do know that a more engaged substitute pool leads to higher fill rates.

 

What You Can Do

There are many ways to increase substitute engagement in your district, such as welcoming them into your school community, providing training and other opportunities for substitutes to grow professionally, and even taking simple steps to make sure that when they show up at school, they can easily find their way around.

And if you use Frontline Absence & Time, encourage them to download and use the Frontline mobile app. Instead of spending time worrying about finding substitutes to fill absences, staff can now shift their focus back to student’s educational needs. The Frontline mobile app provides increased accessibility to job alerts, making it much easier to put a great substitute in every classroom.

With this on-the-go app:
  • Substitutes can get a notification immediately when a job is available – then filter by school name, job date, or post date
  • Teachers can create an absence request and track their own leave
  • HR can quickly access who is absent and why
  • Principals can approve employee leave in real time

Find out more

 

Additional Resources on Substitute Engagement


 

Early Warning Indicators for Grades 1-5: What to Look for and How EWIs for Elementary Differs from High Schoolers

Early Warning Indicators (EWIs) serve as vital tools in educational interventions. They act as red flags, signaling when a student might be at risk academically, socially, or emotionally. By recognizing these indicators early, educators, parents, and stakeholders can put measures in place to support at-risk students.
 
But what should you be looking for? And once you see the warning signs, how should you proceed?
 

The Importance of Early Warning Indicators

The early grades lay the foundation for future academic success. Recognizing signs of struggle in these years can prevent longer-term academic, social, and emotional challenges. Identifying and addressing EWIs early on ensures students receive the support they need to thrive throughout their educational journey.
 

Key EWIs for Grades 1-5

While there hasn’t been as much research done on the relationship between graduation rates and early warning indicators for younger children, there are three categories of indicators we can use to help give students the best chance at succeeding.
 
When thinking about EWIs and when to intervene, it’s often a good idea to look at how many co-occurring indicators students are experiencing. A good data analysis tool can help you visualize EWIs at a district, school, and individual level.
 

Academic Indicators

  • Decline in reading level proficiency: One study found that reading and behavioral problems can cause each other, which means that one might appear as a sort of warning before the other.
  • Struggling with basic math concepts: You may have heard about The Matthew Effect, a theory that suggests students who start out at a higher proficiency level grow at faster rates than students who start out at lower levels. With math, researchers have found that “students with low achievement typically did not close the gap with students with higher achievement over time. Some studies showed a pattern of stable differences in achievement and others showed widening gaps in performance.”

    • Part of the reason for this outcome is that students who start at a higher achievement level tend to want to engage with the subject matter more, thereby continuing to learn at higher rates. So it’s crucial in the earliest years in school to support students who are struggling and help them close that achievement gap.

  • Inconsistent completion of homework or class assignments: While missing an assignment here and there doesn’t necessitate action, if there is a trend emerging that would keep a student from moving into the next grade, that is cause for concern. Students who are retained in the same grade during grades 1-5 are statistically more likely not to graduate from high school.

 

Behavioral Indicators

  • Regular tardiness or absenteeism: Kindergarteners miss school more often than students in grades 1-5. And while this blog post is focused on grades 1-5, we’d be remiss not to mention that kindergarteners who are chronically absent are likely to experience “lower reading and math achievement outcomes at the end of that year.”
  • Signs of social withdrawal or trouble interacting with peers: Children who experience social isolation are at higher risk of mental health challenges, and that risk increases if they have a pre-existing condition like ADHD.
  • Frequent disciplinary actions or disruptions in class: You might be sensing by now that many if not all of these indicators are connected and overlapping. For example, if a student is disruptive and experiences more disciplinary action to the point of being retained in their grade, their chances of graduating are at risk.

 

Emotional Indicators

With emotional indicators, it can be difficult for teachers to know when to step in. Sudden changes in academic performance can be a warning for emotional distress, and if a student exhibits any of the following, it’s likely they’ll require additional support to stay on track academically.

  • Low self-esteem or self-worth.
  • Expressions of hopelessness or frequent sadness.
  • Overreacting to small challenges or setbacks.

 

Related Resource:

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How Early Grade EWIs Differ from High School EWIs

Developmental Context
Grades 1-5
Challenges often stem from foundational gaps in academic skills or emotional and social development. 		High School
Challenges might arise from external pressures, identity exploration, peer influences, or preparing for post-secondary options.

Nature of Indicators
Grades 1-5
Indicators often revolve around basic skill acquisition, socio-emotional development, and adapting to school routines. 		High School
Indicators often involve complex tasks like advanced academic competencies, vocational aspirations, or social relationships.

Intervention Needs
Grades 1-5
Interventions are often centered on foundational skill-building, socio-emotional support, and family involvement. 		High School
Interventions may need to address career readiness, mental health challenges, or issues outside school, like job or family responsibilities.

 

Strategies to Address EWIs in Grades 1-5

Identifcation: In order to address early warning indicators, it’s critical to make sure you’re working with accurate data. Having a system that helps you analyze your student data and visualize trends can go a long way in identifying challenges and trends.

Interventions: Provide support and intervention through the RTI process. This should involve tier 2, or possibly tier 3 interventions to cater to a student’s unique needs and challenges.
 

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Mentorship Programs: Pair students with teacher mentors who can offer additional academic and emotional support.

Parent-Teacher Collaboration: Engage parents in regular communication to ensure they are aware and involved in their child’s learning journey.

Peer Support: Implement peer tutoring or group activities that promote social interaction and collaborative learning.

Professional Development: Equip teachers with training to recognize and address EWIs effectively.
 

Conclusion

Early recognition and intervention are crucial to ensuring students in Grades 1-5 don’t fall through the cracks. While some of the challenges faced by younger students might mirror those faced by high schoolers, the context, nature, and required interventions often differ. With a solid understanding of these differences and a proactive approach, educators can offer effective support to students showing early signs of struggle.
 

4 Steps for Navigating Dyslexia Across Departments

 

Dyslexia, a neuro-biological disorder that affects language processing, has no bearing on intelligence, but complicates a student’s ability to learn by making both reading and verbal communication difficult. Because dyslexia notoriously flies under the radar, a child can go years with the disorder unidentified and with no answer for why schoolwork is so difficult ― or worse, with teachers and parents assuming that laziness is to blame for poor performance in school.

 
Yet, even once dyslexia is identified, many factors are at play and educators face the difficulty of determining the best plan to support that student.
 

Updates for Texas Educators

Frontline recently hosted a webinar with Jose Martín and Dave Richards from Richards, Lindsay, and Martin, LLC. In the leadup to the webinar, registrants submitted questions they’d like to ask the leading education law attorneys. The responses from our Texas administrators were focused almost entirely on House Bill 3928 (HB3928), otherwise known as the Beckley Wilson Act.

The update to dyslexia support directly impacts districts this year, as this law is active as of the 2023-2024 school year.

Here’s a simplified view of dyslexia-related impacts due to HB3928.

  1. Individuals with Disabilities Education Act (IDEA) Inclusion: Dyslexia is recognized as a specific learning disability under IDEA, making students eligible for IEPs.
  2. Child Find: Districts must follow evaluation requirements for dyslexia and other potential disabilities, with a form encouraging IDEA evaluations.
  3. Specialized Team Member: Evaluation teams must include a dyslexia expert.
  4. Progress Reporting: Regular progress reports for dyslexia instruction.
  5. Policy Compliance: Districts must adhere to TEA guidelines (including the Dyslexia Handbook).

Texas Association of School Adminsitrators (TASA) describes the bill as follows: House Bill 3928 “requires the board of trustees of each school district to adopt a grievance procedure under which the board would be required to abide by a parent’s due process rights under IDEA and address each complaint that the board received concerning: a violation of a right related to the screening and intervention services for dyslexia or a related disorder; or the school district’s implementation of the Texas Dyslexia Handbook, as published by TEA, and its subsequent amendments. The bill includes a number of other related provisions.”

Up until now, dyslexia was recognized as a disorder for which schools provided accommodations under Section 504. Moving forward in Texas, it will be recognized under IDEA. That often leads to the question…what’s the difference between Section 504 and IDEA?

We have an article for that.

If you’re located in Texas, you may also find this resource from TEA helpful: an FAQ document all about House Bill 3928.

 
So how can districts continue to evolve to successfully navigate the complex issues presented by dyslexia? In this episode of Field Trip, we talk with Marcy Eisinger and Cathy Clifford of Garland Independent School District in Texas about their unique approach to influencing positive change for students and parents with the help of the administration.
 
Perhaps the key element of the Garland approach to addressing dyslexia is interdepartmental cooperation. With dyslexic students potentially falling under the care of special education or Section 504 programs ― and some also receiving English as a second language (ESL) supports ― the team at Garland has worked to consolidate departments and open lines of communication so that no student is isolated in one direction to their detriment. Marcy, Cathy and their interdepartmental team are making strides in ensuring they see the whole picture for each student and are able to find common ground on the best support plan.
 
[ctt template=”9″ link=”NxHQ2″ via=”yes” nofollow=”yes”]The key element of Garland ISD’s approach to addressing #dyslexia is interdepartmental cooperation. @FrontlineEdu [/ctt]
 
Garland is producing results in student retention, reading scores and serving the whole child.

1. Proactive training and education

Successfully addressing dyslexia begins with identification, and as Marcy says, while it’s never too late, earlier is always better. In addition to having a staff of capable speech therapists, dyslexia therapists and special education professionals, Garland is working to train every classroom teacher in recognizing the early signs of dyslexia ― including avoidance of reading tasks and written answers that do not seem to match a student’s comprehension. 
 
In fact, Garland has gone even further, holding training sessions for members of the community as well. When it comes to dyslexia, Marcy says it’s important for parents to understand that “it’s not that there’s something wrong, it’s just something different that we can easily address if we know about it.”

2. Continuous, far-reaching collaboration

Developing a plan of intervention and support for a student with dyslexia at Garland is a team effort. Cathy, who works in special education, notes that she frequently collaborates with K-12 teachers, the Gifted and Talented department, dyslexia therapists, diagnosticians, the ESL department, 504 teams and speech pathologists. The goal is that they have “all of the input from everyone involved that has knowledge of the student to be able to help make those [student-support] determinations.”
 

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3. Individualized planning

Cathy shares that one difficulty of supporting students with dyslexia is the impossibility of predicting exactly how long it will take to see improvement from any individual learner, because each child is unique. She says the important thing is to accompany each student on their journey, every step of the way. 
 
Marcy also recalls one student failing to make progress in an ESL program until his dyslexia was identified. Because Marcy was able to work with the ESL and language support departments in developing an individual plan for him, he was able to see great gains in reading and performance in school. Involving everyone who is familiar with the details of a student’s situation ensures that individual needs are met.

4. A shared commitment to open-mindedness

Inevitably, each member of an interdepartmental team will bring a special perspective to the table. While this is the strength of cooperation, it also requires that everyone keep an open mind, an open dialogue and a willingness to work together toward the best solution for each student.
 
In Marcy’s experience, making a commitment to an interdepartmental approach is about the people: building relationships between educators, bringing support to parents and enabling students to achieve all they can.

“I’m a firm believer in servant leadership. The bottom line is, we’re here to serve the students, and we also want to grow our personnel and our teachers…. So it’s a matter of really trying to be able to communicate well and building up others so that they can do the best work for our students.”

 

Whether using a 504 Plan or an IEP to support a student with dyslexia, Frontline makes it easier to plan data-driven accommodations and measure their efficacy. Learn how

 

Building a Thriving Education Workforce: Strategies to Attract and Retain Great People

We had a fabulous time at AASPA’s 85th annual conference in Anaheim! From catching up with district leaders to co-sponsoring the DE&I reception, we certainly feel “powered-up” after a week of interactive discussions and events.
 
If you had a chance to attend Frontline’s presentation, this blog post will serve as a refresher, but if you couldn’t make it or you’re just interested to learn more about some of the learnings we shared at the conference, don’t worry, we’ve got you covered!
 
Mitchell Welch, Principal Solution Consultant at Frontline Education, and Debbie Simons, Chief Human Resources Officer at Northwest Regional ESD teamed up to provide valuable insights, practical tips, and actionable takeaways to transform K-12 HR practices.
 
Read on to hear more from these experts and the main takeaways from their conversation.
 

Hear from Mitchell:

The common challenges districts face

In K-12 HR, there are several common challenges that districts may face.

  • Paper spreadsheets and siloed experiences: Many districts still rely on manual processes, such as paper spreadsheets, which lead to inefficiencies and siloed data.
  • Inconsistent employee experience: It can be challenging when it comes to ensuring a consistent experience for all staff members.
  • Inconsistent processes: The lack of standardized processes can lead to errors in HR management.
  • Lack of reporting on trends: Without comprehensive data and reporting capabilities, districts may struggle to identify and respond to trends in their workforce.

 

It’s really important that we focus on a great employee experience for our staff members because of the challenges that are currently facing public education

AnJie Doll, Director of Human Resources

 

How do you overcome these challenges?

To overcome these challenges, Mitchell emphasized the need for a comprehensive approach to Human Capital Management (HCM). Ultimately, this approach involves attracting, engaging, developing, and retaining top talent across your district!

Here’s how to make it happen:
 

Step 1: Employ the “Oversight, Insight, Foresight” Strategy

  1. Oversight: strategically plan and manage your organization
    How does Oversight translate to K-12 HR? –> Position and vacancy visibility.
  2. Insight: day-to-day tasks to engage, develop and retain talent
    How does Insight translate to K-12 HR? –> Proactive recruitment, centralized onboarding, and a professional growth journey.
  3. Foresight: increase efficiency, productivity, and performance
    How does Foresight translate to HR? –> Managing your people through predictive data.

 

Step 2: Implement a System of Record that Empowers Your District to Manage the Employee Experience

Simply put, your system of record should be able to:

  • Make data entry and reporting be easy, accurate, and available on-demand.
  • Provide intuitive and easy navigation for all stakeholders.
  • Manage the employee lifecycle from interview to hiring and onboarding, all the way through retention.
  • Provide position and vacancy visibility through effective dating and workflows.
  • Create an onboarding process that sets up all employees for success.
  • Automate that paperwork that takes hours to complete.

 

Hear from Debbie:

Debbie Simons shared her journey at the Northwest Regional Educational Service District (ESD), providing a real-life example of overcoming HR challenges. Here’s a snapshot:
Where they were in 2021/2022:

  • Data was inconsistent, and there was a lack of processes for updating information.
  • Finance office drove HRIS information setup, and individual admins wrote job descriptions.
  • Employee data was scattered across individual spreadsheets.
  • Data integrity was a concern, and supervisors were unsure of when people worked.
  • The recommendation to hire was often accepted, but the offer took weeks, sometimes over a month.
  • Frequent payroll errors added to these challenges.

 
Where they are now:

After implementing a system of record that allowed the district to manage the entire employee experience (from hire to retire), Northwest ESD is able to:

  • Finalize hires 24-48 hours.
  • Automate forms and paperwork which reside in a single system.
  • Automate evaluation processes based on contract status.

 

 

 
Ready to implement a strategic Human Capital Management system in your district? Learn more here.
 

Understanding Software: Integrations, Data Automations, and Extracts for K-12 Leaders

Today, we’re delving into the world of Software as a Service (SaaS) to help you better understand key concepts like integrations, data automations, and extracts. Our goal is to help you make informed decisions when investing in new software for your schools.
 

SaaS Basics

Software as a Service (SaaS) is a method of delivering software where users access the software over the internet, often in a web browser, instead of installing and maintaining it on individual computers or servers. This can save districts time, money, and resources in IT management.
 

1. Integrations

  • What is it? An integration is when two or more different software systems are connected to work together. It allows data to flow between the systems seamlessly. For example, a student information system (SIS) might integrate with a learning management system (LMS) to synchronize student data.
  • Why is it important? Without integrations, staff might have to manually enter data into multiple systems, which can be time-consuming and error-prone. Integrations ensure that systems share data accurately and in real-time.

Example: Student Information System (SIS) and Learning Management System (LMS)

Your district probably uses a SIS and an LMS.

Without Integration: Teachers input student grades into the LMS for online assignments. Then, they manually enter those same grades into the SIS to record official transcripts. This doubles their work.

With Integration: The moment a student completes an assignment on the LMS, the grade is automatically reflected in both LMS and SIS. No extra work for teachers and less room for error.
 

2. Data Automations

  • What is it? Data automation is the process of automatically moving or transforming data without human intervention. This can involve things like auto-generating reports or sending alerts when certain conditions are met.
  • Why is it important? Automation reduces manual processes, ensuring that tasks are done more quickly and accurately. It can also provide real-time insights and notifications, enhancing decision-making and responsiveness.

Example: Attendance Notifications

Your school uses an attendance system where teachers mark students absent or present for each class.

Without Automation: If a student is marked absent three days in a row, the school office staff must manually scan the system, identify such students, and then notify their parents or guardians.

With Automation: The moment a student is marked absent for the third consecutive day, the system automatically sends an email or text notification to the student’s parents or guardians informing them of the absences.
 

3. Extracts

  • What is it? Extracts involve pulling data out of a system to use it elsewhere. This could be for analysis, reporting, or to move it into another system.
  • Why is it important? Extracts are vital when systems don’t integrate directly. It allows districts to utilize data in flexible ways, even when systems aren’t directly connected.

Example: State Reporting

Every year, your district needs to report specific student data to the state’s Department of Education for compliance and funding purposes.

Without Extracts: District staff manually compile data from different software systems—attendance, grades, discipline records—and then put them together in the required format for state reporting. This process is time-consuming and error-prone.

With Extracts: Your district’s main software allows administrators to generate a report that extracts all required data in the state’s specified format. Once this report is generated, it can be uploaded directly to the state’s reporting portal.

These real-world examples highlight the importance of having interconnected and smart systems within a school district. Integrations, automations, and extracts are not just tech jargon; they have tangible impacts on educators’ daily work, the accuracy of student records, and the overall efficiency of school operations.
 

The Value of Tenured SaaS Companies

Now that you’re familiar with key SaaS concepts, let’s talk about the importance of stability and transparency.

Tenured companies are those that have been in the market for a longer period. Their longevity often means:

  • Stability: They’ve weathered market challenges and have proven their reliability.
  • Transparency: With a longer track record, there’s more history and customer feedback to gauge their performance and trustworthiness.
  • Continuous Improvement: Their software solutions are mature and regularly updated based on years of feedback.

Comparatively, newer companies, while potentially offering the shiny new thing, might lack the proven stability of a more seasoned vendor.
 
In conclusion, understanding the world of SaaS is crucial as more educational tools move online. By grasping the concepts of integrations, data automations, and extracts, and by valuing the stability of tenured companies, you can make informed decisions that benefit your district. Remember, with any new implementation, managing the change with care and consideration will ensure a smoother transition for all involved.
 

The Importance of Accurate Enrollment Projections: Forecasting that Adapts to District Needs

Enrollment projections are a critical aspect of educational planning for any school district.
 
Accurately forecasting the number of students who will attend school in the coming years is essential for several reasons, including budget planning, resource allocation, and ensuring that the district can adapt to changing student needs.
 
In this blog post, we will delve into the significance of accurate enrollment projections and discuss the importance of analyzing historical enrollment data from various perspectives for forecasting that adapts to your district’s needs.
 

The Impact of Enrollment Trends on District Budgets

Enrollment trends have a direct and profound impact on a school district’s budget. The funding a district receives is primarily based on the number of students in attendance, so even small discrepancies in enrollment projections can lead to significant budget fluctuations. Additionally, the composition of the student population can change from year to year, affecting the funding allocated for specific student sub-groups, such as English language learners or special education students.
 
To address these challenges effectively, school districts must develop enrollment projections that are as accurate as possible.
 
Let’s explore some key factors that contribute to the importance of accurate enrollment projections:
 

1. Grade-by-Grade vs. District-Wide

Analyzing historical enrollment data from a grade-by-grade perspective allows districts to identify trends and patterns at a more granular level. This approach helps schools allocate resources more effectively, such as hiring teachers or planning for classroom space. By understanding which grades may experience growth or decline in enrollment, districts can make informed decisions about staffing and program offerings.  
However, it’s also crucial to consider the district-wide perspective. While grade-level data is valuable, understanding the overall enrollment trajectory of the district is essential for long-term planning. District-wide projections provide a big-picture view of how enrollment may change over time, allowing administrators to make strategic decisions about facilities, transportation, and other resources.
 

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2. Local vs. State

Enrollment projections should not be isolated to the district level alone. It’s equally important to consider the broader state perspective. State funding formulas often rely on student counts, and changes in enrollment can impact the amount of funding a district receives. By monitoring statewide enrollment trends, districts can better anticipate potential funding adjustments and plan accordingly.
 

3. District vs. Charter School Enrollment

In some regions, charter schools share the student population with traditional public schools. As a result, districts must also project enrollment for charter schools operating within their boundaries. Accurate enrollment projections for both district and charter schools are crucial for equitable resource allocation and effective collaboration between educational providers in the community.
 

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Strategies for Dynamic Forecasting

Now that we understand the importance of enrollment projections, let’s explore some strategies for dynamic forecasting so that you can make the most of your enrollment projections:

  1. Data-Driven Decision-Making: Collect and analyze data regularly to identify trends and emerging needs. Utilize technology and data analytics tools to make informed decisions based on real-time information.
  2. Scenario Planning: Develop multiple scenarios that anticipate different outcomes based on varying factors. This allows administrators to be prepared for a range of possibilities and make adjustments as needed.
  3. Stakeholder Engagement: Involve teachers, parents, and community members in the forecasting process. Their insights and perspectives can provide valuable input and help align district goals with community needs.
  4. Continuous Learning: Encourage a culture of continuous learning and adaptability among district staff. Provide professional development opportunities to keep educators up-to-date with the latest educational practices.
  5. Collaboration and Partnerships: Forge partnerships with local organizations, businesses, and government agencies to enhance resources and support for students. Collaborative efforts can help address various district needs more effectively.

 

How Software Can Help

Your enrollment projections are only as helpful as they are accurate.
 
But getting accurate projections is only half the battle, just like enrollment is only one variable in your district’s story. With analytics software, you can ensure you have the most accurate enrollment projections for a solid planning foundation, and then you can use those projections to look at how other choices around staffing, budget, and more will impact the bottom line.
 
Frontline’s analytics suite offers tools that will help you make the most of your enrollment projections and then communicate to your stakeholders.
 

Conclusion

Accurate enrollment projections are the cornerstone of effective educational planning and budgeting. School districts must take a multifaceted approach to forecasting, considering factors like grade-level trends, district-wide data, state funding formulas, and the presence of charter schools.
 
By doing so, districts can adapt to changing student needs, allocate resources effectively, and ensure that every student receives the education they deserve. In a rapidly evolving educational landscape, the ability to forecast accurately is not just a valuable skill; it’s a necessity for the success of our schools and the students they serve.
 

Roll Call: Best Practices for Ensuring Substitute Coverage

Consistency and continuity are key to ensuring that students receive the best possible learning experience. Yet, teacher absences are an inevitable reality. Whether it’s due to illness, professional development, or personal reasons, teacher absences can impact student learning.
 
So, it’s critical that school districts have effective strategies in place to ensure that substitute teachers can seamlessly step in when needed. In this blog post, we’ll explore seven best practices for filling absences and ensuring coverage with substitutes!
 

1. Build a Robust Substitute Teacher Pool

One of the first steps in ensuring substitute coverage is to build a pool of qualified substitute teachers. Schools should actively recruit and maintain a roster of dedicated substitutes who are familiar with the school’s culture, policies, and curriculum.

  • Proactive Recruitment: Cast a wide net, including retired educators, recent graduates, and individuals with relevant experience.
  • Screening and Onboarding: Develop a streamlined onboarding process that includes background checks, orientation sessions, and clear explanations of district policies and expectations.

 

2. Clearly Communicate and Plan

Effective communication is essential in any organization, and schools are no exception. Teachers should provide detailed lesson plans and instructions for substitutes to follow. This can include information on daily routines, classroom rules, and any specific teaching materials or resources required. Clear communication between the absent teacher and the substitute helps maintain consistency in the classroom!

  • Establish Clear Communication Channels: Foster open lines of communication between HR, school administrators, teachers, and substitutes. Ensure that teachers can easily request substitutes and provide essential information, including lesson plans, classroom routines, and student needs.

 

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3. Utilize Technology

Leverage technology to streamline the process of notifying substitutes about upcoming assignments. Many schools use online platforms or apps to post job openings and enable substitutes to easily accept or decline assignments. In addition, technology can facilitate communication between teachers and substitutes, allowing for real-time updates and clarifications.

  • Go Digital with Substitute Management Software: Consider adopting modern substitute management software to streamline the entire substitute management process, making it easier to track, assign, and communicate with substitutes.

 

Fast Fact!

Did you know? Using a Mobile App positively impacts substitute fill rates!
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4. Offer Training and Professional Development

Invest in training and professional development opportunities for substitute teachers. Offer workshops or online courses that focus on classroom management, instructional strategies, and school policies. The more prepared substitutes are, the better they can support students in the absence of the regular teacher.

  • Continual Learning: Develop ongoing training and professional development programs for substitutes. Encourage them to improve their teaching skills, stay updated on district policies, and adapt to different classroom environments.

 

5. Create a Supportive Environment

Provide substitutes with access to essential resources, such as textbooks, teaching materials, and even information like where to park. Designate a staff member or administrator as a point of contact for substitutes to turn to with questions or concerns.

  • Resources for Substitutes: Ensure that substitutes have access to necessary resources in order to make them feel welcome and supported within your district.

 

6. Establish Ongoing Feedback and Evaluation

Encourage regular feedback from both teachers and substitutes. This feedback loop can help identify areas for improvement and make necessary adjustments to the substitute process.

  • Continuous Improvement: Constructive feedback also helps substitutes grow in their roles and ensures a smoother transition when they step into classrooms.

 

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7. Have a Long-Term Substitute Plan

For extended teacher absences, develop long-term substitute plans. This may involve selecting a dedicated long-term substitute teacher who can commit to covering the class for an extended period.

  • Supporting Uninterrupted Learning: Long-term substitutes can collaborate with the absent teacher to maintain consistency and ensure that students continue to progress in their studies.

 
Filling teacher absences and ensuring coverage with substitutes is critical when it comes to maintaining uninterrupted student learning. By implementing these best practices, schools can minimize disruptions and maintain a consistent and supportive learning environment. Effective communication, preparation, and support for substitute teachers are key components of a successful substitute system, ensuring that students continue to receive a quality education regardless of temporary teacher absences.
 
Wondering how to get started? Frontline’s Absence and Substitute Management Software can help.
 

The State of Hiring in Education: A Conversation with AASPA Executive Director Kelly Coash-Johnson

In 2022, Kelly Coash-Johnson joined a webinar with Frontline Education and EdWeek, and shared five “shifts” or practices that the American Association of School Personnel Administrators (AASPA) believes are necessary to address the educator shortage: reducing barriers to careers in education, designing comprehensive human capital management systems, establishing transparent and equitable total rewards systems, strengthening educators’ sense of purpose, belonging, and connection, and delivering exceptional employment experiences.
 
Kelly joined us on the Field Trip podcast at the beginning of the 2023-2024 school year with an updated perspective. What is the state of hiring in education now?
 

Listen on Apple Podcasts, Google Podcasts, or Spotify.
 

Take a listen for a look at:

  • Factors influencing the teacher shortage today
  • What steps some states are taking to address the teacher shortage, and which of the five shifts mentioned above are more difficult to address
  • Actions that school districts can take today to be better positioned to hire in the future
  • What makes Kelly hopeful about education (and hiring in education) as we look to the future

 

Also check out:

  • Recruiting the 21st Century Teacher: How to position your district for success in hiring, why it’s critical to diversify your recruiting efforts, and 4 suggestions if you’re new to 21st century recruitment.
  • On-demand Webinar: Be the Change: Strategies to Make Year-Round Hiring Happen
  • The Quick-Start Guide to Retention-focused Recruitment

    •  

     

    Episode Transcript

     
    RYAN ESTES: Hello everyone, and welcome to the Field Trip podcast from Frontline Education. I’m Ryan Estes, and my guest today is Kelly Coash Johnson. With several decades of experience in educational association work, today she serves as the Executive Director for the American Association of School Personnel Administrators, or AASPA.

    Kelly, welcome to Field Trip.

    KELLY COASH-JOHNSON: Thank you so much for having me.

    RYAN: You spend a lot of time talking to leaders in school districts all across the country, which I know gives you a unique perspective into the state of hiring in schools. And it’s no secret that this continues to be a challenge that schools are facing these days.
    From what you’re seeing, what stands out to you right now as we enter the 2023-24 school year? Are there any common themes or challenges that make you take notice?

    KELLY: Yeah, absolutely. It’s been a great summer. We’ve been looking at a lot of different data points, and the US Department of Education in July reported through their channels that we are not back to pre-pandemic levels. And the piece to always remember though is that we had a teacher and an educator shortage before the pandemic. So, while I’m glad that we are tracking that data, we have been in this situation of an educator shortage for quite a while.

    They are, however, tracking some positive movement, but ultimately, until some key issues surrounding teacher pay and compensation are addressed, we’re going to struggle to see a lot of movement with that. On average, still, teachers earn 24% less than other college graduates, so that’s always something we’re looking at. In 2021-2022, we still had 16 states that had starting salaries below $40,000.

    This year in particular, I think, beyond the fact that we’re looking at the teacher shortage, AASPA is monitoring and paying attention to the fact that we’ve got shortages in all areas of K-12. So, bus driver shortages have gotten a lot of press this fall already. And I think we’re going to see more focus as we move along on facilities and food service areas in the coming weeks.

    Another theme that we’re watching and has been really interesting to see is that states have been passing a lot of rules and laws this last probably nine months on certification and licensure changes. For example, states like Virginia, they just put in a new alternative pathway to licensure in June, and it’ll be interesting to watch that particular state with their teacher shortage struggles and their recruitment struggles, and if that did indeed help or not. This particular alternative pathway allows teachers to get into the classroom on a provisional license and then work towards their full license on an online program. And it’s supposed to be costing them around $3,000. There’s a love/hate relationship with this type of solution for many states. We love that we might be reducing barriers for individuals to get into education, but we also worry that changing the pathways too quickly is not traditional and it’s nothing like what educators were required to do in the past.

    RYAN: Last September you took part in a webinar with Frontline and EdWeek in which you described the importance of deepening how we look at this issue, and at the time, you highlighted five shifts in thinking and practice that you believe are necessary. For example, you talked about not just creating pathways to careers in education, but also working to reduce the barriers to those careers; not simply increasing teacher pay, but really establishing transparent and equitable total reward systems, and I’m curious: now that it’s a year later, how has your thinking crystallized or evolved over the past year?

    KELLY: We spent this summer, and probably about the last five or six months, digging into promising practices for each of these five shifts. And what I think we’ve noticed is that a lot of the action around these is occurring in the area of reducing barriers. These include that alternative certification program that I mentioned, as well as this is also where the teacher apprenticeship programs fit in and the overall changes to certification.

    What we did is ask both higher ed, departments of ed, and K-12 to submit returns on each of these areas. And I would say most of them came through in that particular area. But while you’re talking about establishing transparent and equitable total reward systems, that one we did not get a lot of submissions, if you will, for promising practices in that area. So, what that kind of tells me is that may be our biggest challenge moving forward. If we look at these shifts, people are struggling with that: how to do it, when to do it. But we’re even just looking for flexible staffing model examples or incentives. And so those are coming in a little bit here and there, but a lot of the transparent offerings and the employee-centered total reward strategies are pretty out there, if you will, for folks to really wrap their brains around.

    RYAN: For those of our listeners who are listening to you speak and saying, “Okay, I’m facing this issue right now, this year, whether I’m going into 23-24 and having trouble filling my vacancies,” or saying, “I need to already begin looking to next year to really lay the groundwork for making sure I’m fully staffed at that point, I just need something that I can do now that’s going to move the needle a little bit.” What would you say to that?

    KELLY: Right, right. No, that’s a great question. So, number one, ask, right? Because I think that’s the one thing that is always a, “Oh, I didn’t think about that.” You’ve got to ask your current folks now. We are seeing some amazing growth based upon stay interviews and employee interviews overall and asking, “What would it take to get you to be able to stay in this position?” or “What would it take for your colleagues to want to come and work for our district?”

    Maybe it’s a flexible staffing model. Maybe it is a matter of, “I can only teach in the mornings because I have an elderly parent that I have to take care of in the afternoons,” or, “I have a childcare situation.” And those are things that I think we might be able to make some headway on. But we have to ask, because we make assumptions but we don’t have the actual conversations to back those up.

    I believe that retention is the new recruitment. Before we really look at recruitment strategies, sometimes we need to make sure that our retention strategies are where they’re at. So some of my favorite promising practices from districts are things like novice teacher mentor programs. For example, Putnam County, Florida developed a mentor program that has resulted in a retention rate of 89 to 93% in the past five years. That’s amazing! And if they’ve got that retention rate, that’s going to affect how they recruit, because folks are going to pay attention. They’re like, “Oh, Putnam, they have that really awesome mentor program for their new teachers. I want that.” So, it works in recruitment as well as the retention piece.

    I’ve also seen some really good work with the Grow Your Own programs to work for retention as well as recruitment, believe it or not. For example, I think it’s the Michigan Department of Education, is leading a multimedia campaign to improve their retention and their recruitment for new folks by doing a Welcome Back campaign.

    When you talk about data, one of the pieces of data that I always encourage my members to try to get their hands on if they can is how many educators exist in the pool right now that have their certifications that are not currently working in a school district? Some states are really good about giving you that information and they’ll be able to tell you, “These are people that have teaching certificates that left education for one reason or another.” And then developing, whether that is a marketing or just an outreach program to say, “Hey, we want to welcome you back to education if you ever want to come back.” I’m a super big optimist, so I know we saw a lot of people during the pandemic and even before that exit the field of education for all of these things that we talk about with the pay and the sense of purpose and belonging. And so being able to readdress those to the folks that left is also a really powerful recruitment tool.

    RYAN: When you look five years out, say, what do you think we will be seeing when it comes to hiring in schools? And perhaps a way to stay positive about it is, what makes you hopeful as you look forward?

    KELLY: So I, too, am a very positive-thinking person. When I look at our situation, I do not see more gloom and doom. I know it’s hard when the media is throwing stuff at you on a regular basis, but I really do see more positives than I see negatives, and I think we’re going to open our eyes to the value of educators and those who work in school systems more and more.

    So, this kind of started with the pandemic. I think a lot of people realized that educating kids is hard, and feeding kids is hard, and keeping kids safe is hard. And we’ve spent a lot of resources in the short term on maybe academic recovery from the pandemic. And now I’m hoping in the next five years, or sooner, that we’ll see a shift towards using some of those resources on our workforce. I don’t necessarily think we’re going to see a huge increase in the number of people that want to go into education yet, in the next five years, but I do think we are going to see some great work with retention of educators and that move back to education from those that left.

    It’s hard to be an educator, and I really think that some very important people are figuring that out and hopefully they have the ability to work towards improving that. And when I mean “they,” I mean your state departments of education and your state lawmakers. The two issues that really affect education and human capital leadership in schools are teacher pay and teacher certification, and both of those items are very state-driven items. So, making sure that state lawmakers understand those and also understand where maybe they sit in the grand scheme of things will help move that needle just a little bit every year.

    RYAN: Once again, Kelly Coash Johnson is the Executive Director for the American Association of School Personnel Administrators. Kelly, I really appreciate your time. Thank you for speaking with me today.

    KELLY: No problem. And, shameless plug, I will give a shameless plug: we are about ready to release our next magazine, which is open to members and non-members. And I had the opportunity to see that firsthand, and there are some amazing articles on recruitment and retention from a variety of different school districts and experts. And so, a plug for AASPA, that magazine’s coming out. So, take a look at it.

    Field Trip is a podcast from Frontline Education, the leading provider of school administrative software. That includes Frontline Recruiting & Hiring and Frontline Central, designed to help you quickly recruit, hire, and onboard great talent. For more episodes like this one, be sure to subscribe to Field Trip anywhere you get your podcasts. For Frontline Education, I’m Ryan Estes. Thanks for listening and have a great day.